Production
- Krashen, S.D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon. http://www.sdkrashen.com/SL_Acquisition_and_Learning/SL_Acquisition_and_Learning.pdf.
- Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon. http://www.sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf.
- Krashen, S.D. (1985), The Input Hypothesis: Issues and Implications, New York: Longman
- Krashen, S.D. (1989), "We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis", The Modern Language Journal, 73, pp. 440–464, http://www.jstor.org/stable/326879
- Krashen, S.D. (1994), "The Comprehension Hypothesis and its Rivals", pp. 9
- Krashen, S.D. (1996), The case for narrow listening, 24, System, pp. 97–100
- Mason, B.; Krashen, S. (1997), "Extensive reading in English as a foreign language", System, 25, pp. 91–102, http://www.sciencedirect.com/science/article/B6VCH-3SWV634-9/2/82bb76fdafffab22aaa207064817b630
- Krashen, S.D. (2003), Explorations in Language Acquisition and Use, Portsmouth: NH: Heinemann., https://www.heinemann.com/shared/onlineresources/E00554/chapter2.pdf
- Krashen, S.D; Terrell, T.D. (1983). The Natural Approach. New York: Pergamon.
- McQuillan, J.; Krashen (2008), "Commentary: Can free reading take you all the way? A response to Cobb (2007)", About Language Learning & Technology, 6, pp. 104–109, http://llt.msu.edu/vol12num1/mcquillan/default.html
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Famous quotes containing the word production:
“Constant revolutionizing of production ... distinguish the bourgeois epoch from all earlier ones. All fixed, fast-frozen relations, with their train of ancient and venerable prejudices are swept away, all new-formed ones become antiquated before they can ossify. All that is solid melts into air, all that is holy is profaned, and man is at last compelled to face with sober senses, his real conditions of life, and his relations with his kind.”
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“The heart of man ever finds a constant succession of passions, so that the destroying and pulling down of one proves generally to be nothing else but the production and the setting up of another.”
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“It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
—John Dewey (1859–1952)